1. What have you learned about science communication through the assignments this semester? 

I’ve learned how important it is to make science communication accessible to everyone. Growing up in an immigrant family while being a U.S.-born citizen, I’ve seen how easy it is to overlook the challenges immigrants face when visiting a doctor or trying to understand scientific journals or news articles. Often, the information is tailored for people who already have a basic understanding of the topic, leaving others—who are genuinely interested—at a disadvantage. I also realized that, historically, there was a strong emphasis on making science communication inclusive and understandable for everyone. However, over time, as scientific ideas have become more complex, there seems to be less effort to simplify or tailor these concepts for broader audiences, which feels unfair and limits accessibility.

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2. How has your understanding of tailoring content to specific audiences evolved? 

I now better understand the importance of tailoring content to align with the preferences and values of different communities. This approach allows me to connect with them more effectively and emphasize key aspects of my message. I’ve also learned to adapt not just the content but the tone and style, making abstract health concepts more relatable and easier to understand. Additionally, I’ve discovered how to balance education with engagement, ensuring the audience stays intrigued without feeling overwhelmed. 

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3. Which assignment challenged you the most, and how did you grow from that experience? 

The Forward Facing Science project was one of the most challenging tasks for me. Finding a storyline that was both fun and engaging for kids while embedding an important lesson without making it feel overly preachy was initially difficult. I wanted the story to emphasize the importance of balance in life, whether through food or exercise, without scaring kids away from enjoying sweets or other treats that are a part of childhood. This required a lot of adjustments and rewrites to ensure the story wasn’t overwhelming. Through this process, I truly learned how critical it is to understand your audience to keep them engaged and receptive to the message. 

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4. How do you see the work you’ve done this semester contributing to future science communication efforts or public outreach? 

I’ve always wanted to write or assist with a research project or paper, so the work I’ve done this semester has helped me learn how to explain research to a broader audience—one that may not have any prior experience in the field. This will make it easier to communicate complex topics in a way that’s more accessible. Additionally, for presentations in front of guests, I would focus on understanding my audience better and adjust my approach to maximize my outreach and impact. 

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5. If you could revisit one assignment, what would you change, and why? 

If I could revisit an assignment, I would choose the PSA because I would make it longer. While we had a time limit, I’ve seen longer PSAs, and I would want to include more information about how diabetes can impact daily life. I’d also focus on what advanced diabetes can mean for cardiovascular health. Including this will help emphasize the importance of managing diabetes if you already have it or making lifestyle changes to prevent it, especially for those who are pre-diabetic. 

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6. Which audience you targeted this semester felt the most challenging to reach, and what strategies did you use to overcome that challenge? 

Reaching kids was the most challenging aspect because I had to consider their attention spans and preferences. Deciding what medium to use was also difficult since I wasn’t sure what would best encompass everything I wanted to convey—whether a book or a video. Ultimately, I chose a book because it felt easier to create a storyline with characters and a lesson. Plus, I loved books as a kid, so I was naturally leaning in that direction. I also struggled with determining the right length for the book but decided to keep it shorter, thinking it would be easier to read digitally.  

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7. How do you think the skills you developed in this class could be applied to other areas of study or work? 

I want to attend medical school after I graduate, and I believe the humanities aspect of medicine is incredibly important. It’s essential to communicate with empathy and understanding while clearly explaining what is happening in a patient’s body and how to address it. This semester, I’ve learned how to tailor content, which I hope will help me in the future to make diagnoses easier for families to understand, reducing stress on my patients. 

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8. What surprised you the most about the process of adapting scientific content for different audiences and mediums? 

I was surprised by how simple it can be to make science accessible and how odd it is that more scientists don’t prioritize it. While it sometimes required some extra thought, the effort was worth it to create a project that reached a diverse audience. I’ve realized that understanding different groups isn’t all that difficult—after all, we’ve all been kids at one point, and many of us will eventually become elderly. Tapping into those mindsets can help immensely in identifying their likes and dislikes. However, I also recognize that many professionals in the scientific community experience a disconnect from the broader world. To bridge this gap, the first step should be spending more time engaging with different groups to truly understand them, then adapting communication to suit their needs. 

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9. Which project do you feel had the greatest potential to create a real-world impact, and why? 

I believe my Literature Review provided valuable information for diabetics, much of which they might not already know. For example, the study on turmeric highlighted its antimicrobial properties, which can help reduce insulin resistance and support weight loss—something many people might not realize about a spice they likely already have in their cabinet already . Additionally, the other studies included in the review are particularly important for those at risk of developing advanced diabetes or foot ulcers, which are significant but avoidable issues within the community. 

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10. How has this semester changed the way you view the role of scientists and communicators in engaging with the public? 

I never gave much thought to how inaccessible science communication can be, mainly because I speak English and enjoy doing research in my spare time. I felt pretty up-to-date, but I didn’t realize how many articles and journals are out there that I still couldn’t fully understand because they require a background in a very specific topic. This made me realize that, even with the privilege of knowing English and being a science major, I still face challenges that many others face even more acutely. Engaging with all audiences is crucial. The role of scientists isn’t just to make groundbreaking discoveries but also to share them effectively. That won’t happen unless we adapt the way science is communicated to meet the needs of diverse audiences.